TAILIEUCHUNG - The Academic Effects of Summer Instruction and Retention in New York City

In addition, there is debate about the magnitude of gains made by students in summer school, with better-designed studies showing smaller gains than less rigorous studies (Cooper et al., 2000). The use of standards-based assessments in promotion decisions continues to be highly controversial. | WORKING P A P E R The Academic Effects of Summer Instruction and Retention in New York City LOUIS T. MARIANO AND PACO MARTORELL WR-857-IES May 2011 Prepared for the Institute of Educational Sciences This product is part of the RAND Education working paper series. RAND working papers are intended to share researchers latest findings and to solicit informal peer review. They have been approved for circulation by RAND Education but have not been formally edited or peer reviewed. Unless otherwise indicated working papers can be quoted and cited without permission of the author provided the source is clearly referred to as a working paper. RAND s publications do not necessarily reflect the opinions of its research clients and sponsors. RAND is a registered trademark. RAND EDUCATION Acknowledgements This material is based on work supported by the . Department of Education Institute of Education Sciences under Grant No. R305A090039. Any opinions findings conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the IES or the RAND Corporation. We thank Jennifer Sloan McCombs for her helpful comments Thomas Gold for his assistance in acquiring the data and Al Crego for his data management expertise. i The Academic Effects of Summer Instruction and Retention in New York City Abstract This paper examines the impacts of summer instruction and test-based grade retention under New York City s 5th grade promotion policy. We use a fuzzy regression discontinuity research design that involves comparing students with test scores that barely miss and barely make the treatment-assignment cutoffs. We find modest positive effects of summer instruction on 6th grade English Language Arts ELA achievement for students assigned to summer instruction because of poor ELA performance but find little evidence of positive effects of summer instruction on math outcomes. The estimated effects of grade retention are substantial

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• The Academic Effects
• Summer Instruction
• Retention
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